Instr Student Teaching
Music Education Seminar
Doc Sem Music Education
- American Educational Research Association. 02/13/2013 - present. Position : Member.
- National Association of Music Education. 09/13/2000 - present. Position : Member.
- International Bullying Prevention Association. 09/01/2016 - present. Position : Member.
- College Band Director's National Association. 10/15/2014 - present. Position : Member.
- Utah Music Education Association. 09/01/2016 - present. Position : Member.
STATEMENT OF TEACHING PHILOSOPHY
Service and compelling musical leadership are two principles that guide and inform the pedagogical practices I model for students of all ages. These practices direct my interaction and approach with learners in the classroom setting and from the podium. Before planning instruction, I consider: How do I serve students? I offer an authentic learning opportunity for preservice teachers by structuring lectures and fieldwork experiences as a laboratory for professional interactions. I honor the learner’s time and prior musical experiences, which allows for a mutual exchange of trust and respect so that a strong relationship for learning may exist. I have had experiences in designing and developing innovative techniques for instrumental ensembles and method courses to prepare preservice teachers for life-long careers in music education and will leave no stone unturned to help the students in the Music Education department achieve their musical goals. This principle extends beyond serving students to the institution. Nurturing ethical and collegial relationships is critical to providing a transformative experience for the music learners at the University of Utah School of Music. Embracing this approach to student learning engages faculty in cross-curricular collaboration and enriches the educational experience for all students.
Compelling musical leadership for a music teacher education program will also guide my pedagogy at the University of Utah. The innovative techniques I develop and method courses I teach are designed around a collaborative and transformational learning process. Moreover, I aspire to create a learning environment that is engaging and where students are charged to think critically and reflectively about their development as learners, musicians, and confident educators who are able to apply their knowledge and skills to their practice. A strong musical and intellectual curiosity allows me to seek out and synthesize opportunities for collaborating with professional musicians, select musical repertoire that provides a balanced experience for longitudinal growth, and refine promising practices in music teacher education.
Students come from disparate backgrounds in terms of social identities and learn in a variety of ways. As such, educators must be culturally competent and informed on the historical and cultural backgrounds of diverse student populations, pedagogical frameworks, theories of cognitive development, personality types, and preferred sensory modes of learning. I design and implement my classes on a dialogic approach within a learner-centered framework. This approach stretches students’ existing views and experiential backgrounds by reframing issues, offering another perspective and new information, challenging assumptions, and recommending a broader analysis of music education. Music educators have the capacity to teach a future society how to be thoughtful, creative, and compassionate citizens. I feel privileged to have the opportunity to learn and work as a music teacher educator and plan to continue making contributions through my teaching, musicianship, writing, research, and conducting.
Introduction to Music Education
Foundational materials for musical teaching & learning.
Movement for conductors.
- Fusing STEM content with Electronic and Hip Hop Music to Create Educational Songs. Project Lead: Barkley, R. J. Undergraduate Research Office 01/17/2018 - 08/02/2018.
- Transitioning Voices: An Autoethnography of Transgender Voice Change. Project Lead: Judas Ruelas. UROP 08/21/2017 - 05/01/2018.
- A Systematic Review of Research in Early Childhood Music. Project Lead: Bridgett Johnson. UROP 08/21/2017 - 12/07/2017.
- Bullying Prevention . Project Lead: Jared Rawlings. Dee Grant 03/17/2017 - 12/29/2017. Total Budget: $4,443.00.
- A Cross-Cultural Exploration of Music Teacher Education between the United States of America and Costa Rica. Project Lead: Jared Rawlings. CLAS Faculty Travel Award 02/28/2017 - 08/01/2017. Total Budget: $1,500.00.